Abstract
Measurement is significant in geospatial thinking research. This study evaluated the geospatial thinking of pre-service geography teachers through an orienteering design tasks and subjective evaluation methods. Moreover, it analyzed their level of geospatial thinking, difficulty of evaluation indicators and rater severity with the Many-Faceted Rasch Model. The results showed the geospatial thinking of participating pre-service geography teachers was at a moderate level. The estimation results of the model were well fitted. The evaluation indicators had a good degree of differentiation. Therefore, using the MFRM helps interpret the results of a geospatial thinking assessment in a more comprehensive way.
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